WorldCat Identities

Reynolds, Maynard C. 1922-2012

Overview
Works: 89 works in 324 publications in 2 languages and 7,243 library holdings
Genres: Conference papers and proceedings  Handbooks and manuals  Abstracts 
Roles: Author, Editor, Other
Classifications: LC3965, 371.90973
Publication Timeline
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Most widely held works about Maynard C Reynolds
  • by Samuel A Kirk( )
 
Most widely held works by Maynard C Reynolds
Knowledge base for the beginning teacher by Maynard C Reynolds( Book )

21 editions published between 1988 and 1990 in English and held by 841 WorldCat member libraries worldwide

During 1987 and 1988, a Knowledge Base Action Group appointed through the Center for Change in Teacher Education sponsored a series of leadership workshops in various regions of the country on institutional change processes and ways to use the knowledge bases in designing teacher preparation programs. The major work of the group was to assemble a set of juried statements prepared by leading figures in various fields of education to reflect the knowledge needed by professionally responsible beginning teachers. In this context, a detailed study was conducted of beliefs about the knowledge bases for teacher education in four separate settings. The aim was to secure data for use in action group planning and development activities. This report provides preliminary findings from these surveys. Three of the surveys were conducted in connection with workshops devoted to a consideration of the knowledge bases for teacher education. The fourth survey was conducted within one large university faculty group, using a mailed questionnaire. A copy of the questionnaire is appended as well as tables displaying summaries of questionnaire results. (Jd)
Teaching exceptional children in all America's schools : a first course for teachers and principals by Maynard C Reynolds( Book )

18 editions published between 1977 and 1982 in English and Undetermined and held by 797 WorldCat member libraries worldwide

Fondements historiques et psycho-pédagogiques de l'enseignement spé- cial" (tableau des évènements-clé)-Evaluation de cet enseignement, les divers types de handicaps ou de retard et le soutien spécifique apporté
Handbook of special education : research and practice by Margaret C Wang( Book )

34 editions published between 1987 and 1991 in English and German and held by 752 WorldCat member libraries worldwide

V.1. Learner characteristics and adaptive education
Handbook of special and remedial education : research and practice( Book )

11 editions published between 1995 and 2008 in English and held by 526 WorldCat member libraries worldwide

Adaptive mainstreaming : a primer for teachers and principals by Maynard C Reynolds( Book )

6 editions published in 1988 in English and held by 378 WorldCat member libraries worldwide

Special education : research and practice : synthesis of findings( Book )

10 editions published between 1989 and 1990 in English and held by 374 WorldCat member libraries worldwide

School-community connections : exploring issues for research and practice by Leo C Rigsby( Book )

4 editions published in 1995 in English and held by 351 WorldCat member libraries worldwide

Making a difference for students at risk : trends and alternatives by Margaret C Wang( Book )

10 editions published between 1994 and 1995 in English and held by 336 WorldCat member libraries worldwide

Papers in this collection were commissioned for a conference entitled, "Making a Difference for Students at Risk," to serve as springboards for discussion. Discussions and recommendations from conferees were incorporated into the versions presented in this volume. The two topics that dominated discussion at the conference were: basic forces that affect development and schooling of at-risk children and adolescents, and innovative initiatives that apply research and practical knowledge. Papers are: (1) "Introduction: Inner-City Students at the Margins" (Margaret C. Wang, Maynard C. Reynolds, and Herbert J. Walberg); (2) "Twice Victims: The Struggle to Educate Children in Urban Schools and the Reform of Special Education and Chapter 1" (Marleen C. Pugach), commentaries by Kenneth K. Wong and Martin E. Orland; (3) "The Plight of High-Ability Students in Urban Schools" (Joseph S. Renzulli, Sally M. Reis, Thomas P. Hebert, and Eva I. Diaz) with commentaries by Barbara L. McCombs and Brenda Lilienthal Welburn; (4) "Street Academies and In-School Alternatives to Suspension" (Antoine M. Garibaldi), commentaries by Harriet Arvey and Edmund W. Gordon); (5) "Alternatives and Marginal Students" (Mary Anne Raywid), commentaries by Ann Masten and Pauline Brooks; (6) "The Impact of Linguistic and Cultural Diversity on America's Schools: a Need for New Policy" (Eugene E. Garcia), commentaries by Richard Ruiz and Kris D. Gutierrez; and (7) "Epilogue: a Summary of Recommendations" (Maynard C. Reynolds, Margaret C. Wang, and Herbert J. Walberg). Appendixes list participants and give the conference agenda. Each paper contains references. (Sld)
Early school admission for mentally advanced children, a review of research and practice by Maynard C Reynolds( Book )

9 editions published between 1962 and 1976 in English and held by 244 WorldCat member libraries worldwide

Futures of education for exceptional students : emerging structures by Maynard C Reynolds( Book )

10 editions published between 1928 and 1978 in English and held by 240 WorldCat member libraries worldwide

The book presents excerpts from a conference on future trends in special education. The first section includes seven papers: "Mainstreaming: Dilemmas, Opposition, Opportunities" (S. Sarason); "Pirandello in the Classroom: On the Possibility of Equal Educational Opportunity in American Culture" (R. McDermott and J. Aron); "Special Education and the Future: Some Questions to be Answered and Answers to be Questioned" (R. Jones); "Life-Long Learning by Handicapped Persons" (A. Chickering and J. Chickering); "Organizational Needs for Quality Special Education" (J. Gallagher); "Some Economic Considerations in Educating Handicapped Children" (H. Levin); and "Three Years Past 1984" (R. Schiefelbusch and R. Hoyt, Jr.). Responses of nine participants to the papers and to such issues as teacher education and the relationship between regular and special education are also presented. (CL)
Exceptional children in regular classrooms by Maynard C Reynolds( Book )

8 editions published between 198 and 1972 in English and held by 218 WorldCat member libraries worldwide

Presented are 16 brief essays concerned with strategies of heterogeneous grouping, administrative change, teacher qualifications, and teacher education for improving regular educational services for handicapped children. The essays were written to widen perspectives on the means by which the Special Education Training Branch of the Bureau for Educational Personnel Development (bepd) might accomplish its mission. Authors address themselves to the following issues: relationship of regular and special education; integration of regular and special education; effects of integration of regular and special education; administrative change needed for integrating regular and special education; qualifications of regular teachers in teaching exceptional children; additional training for regular teachers; supportive help for regular teachers; school structure; roles of school psychologists and other personnel workers in an integrated system; training programs needed by regular teachers that can be provided by bepd; and existing programs of integrated regular and special education. (Cb)
Teacher education : renegotiating roles for mainstreaming by Council for Exceptional Children( Book )

6 editions published in 1978 in English and held by 211 WorldCat member libraries worldwide

The focus of this volume is upon the changes that are needed in teacher education programs to address the process of mainstreaming handicapped children. The authors of the papers presented are associated with Deans' Grants Projects. The first section presents an overview of past and present special education services and advances a philosophy for the future of teacher education in general. In the second section, the papers examine strategies for change and their application to Deans' Grants Projects. The third section presents case studies of the evolution of three Deans' Grants Projects. The fourth section deals with specific project practices that may hold promise for the successful implementation of change in higher education. The fifth section examines several topics that intersect with the foci of all Deans' Grants Projects. Sections six and seven consist of one paper each. In the former, the author presents a commentary on the challenges facing education in general in today's society; in the latter, there is presented initially an historical analysis of different approaches to serving children with special needs and, then, a synthesis of the efforts, problems, and implications of the Deans' Grants Projects to date. (Jd)
Social environment of the schools( Book )

3 editions published between 1980 and 1981 in English and held by 169 WorldCat member libraries worldwide

Domain-referenced testing in special education by Wells Hively( Book )

9 editions published in 1975 in English and held by 152 WorldCat member libraries worldwide

Presented are eight papers that deal with the educational implications for handicapped children of domain-referenced testing, as contrasted with standardized norm-referenced achievement testing. The crucial aspects of each testing model are highlighted by W. Hively in an introductory section. M. Reynolds surveys past and present special education pressures and analyzes their impact on testing. T. Donlon reviews historical and technical concepts of test-score referencing and points out complexities and confusions in terminology among different types of evaluation. Discussed by J. Rosner are test construction and utilization in connection with an adaptive perceptual skills curriculum. Explained by A. Hofmeister are procedures and materials for training teachers to integrate criterion-referenced testing and instruction within the regular classroom. The creation of a comprehensive computer-based information bank in the area of reading instruction and its use in domain-referenced test development is described by R. O'Reilly. Examined is the use of domain-referenced testing in the delivery of special education services in a rural area (F. Hammarback and C. Koenig). Ethical considerations in the use of norm-domain-, and behavior-referenced testing are considered in the final paper by E. Joselyn. Also included are a 60-item bibliography on domain-referenced testing and biographical information about the authors. (Lh)
Proceedings by Conference on Psychology and the Process of Schooling in the Next Decade: Alternative Conceptions( Book )

6 editions published between 1970 and 1973 in English and Undetermined and held by 126 WorldCat member libraries worldwide

Mainstreaming : origins and implications : proceedings from the July 1975 Deans' Projects Conference by Maynard C., Ed Reynolds( Book )

6 editions published between 1976 and 1977 in English and held by 121 WorldCat member libraries worldwide

Presented are papers and responses given at the July 1975 Deans' Projects Conference on the origins and implications for personnel training of trends in mainstreaming handicapped children. A paper by E. Martin, director of the Bureau of Education for the Handicapped, identifies problems such as the need for more training of regular teachers. Included is the paper given at Session I by T. Gilhool titled "Changing Public Policies--Roots and Forces" which reviews the implications of recent court cases. Responses to the Gilhool paper are by G. Clifford, D. Lortie, J. Frein, L. Brinegar, and R. Egbert. The main paper of Session ii is titled "Consequences for Instruction--the State of the Art of Individualizing" by R. Snow with responses by H. Klausmeier, A. Hilliard, and C. Meisgeier."Ethics, Umbrage, and the a b c Ds" by R. Cromwell is the main paper of Session iii and focuses on the development of valid diagnostic constructs. Responses are by D. Corrigan, R. Johnson, and R. Jones. Also included are an address by H. Bertness titled "Progressive Inclusion--the Mainstream Movement in Tacoma" and a reaction by M. Scriven titled "Some Issues in the Logic and Ethics of Mainstreaming". (Db)
The future of mainstreaming : next steps in teacher education by Maynard C Reynolds( Book )

6 editions published in 1982 in English and held by 93 WorldCat member libraries worldwide

Eight papers from a 1982 meeting of the Dean's Grant Projects examine issues related to the current status and future needs of mainstreaming handicapped students. M. Reynolds begins with "Facing the Future in Dean's Grant Projects," in which he examines the progress of Dean's Grants and suggests that the future will bring problems regarding classifications, changing social situations, and related services. In "The 1980s: Teacher Preparation Programs, Handicapped Children, and the Courts," T. Gilhool recaps relevant litigation concerning state of the art vs. state of the practice. R. Johnson and D. Johnson suggest ways to promote constructive student-student interaction in "The Social Structure of School Classrooms.""Foundations Aspects of Teacher-Education Programs: A Look to the Future" by C. Lucas suggests the need for major reforms in the role of educational foundations courses. In "A Time to Move for Quality in Teacher Education," D. Scannell identifies reasons for the need to initiate a major effort for excellence in teacher education. S. Lilly considers issues in mainstreaming in "The Education of Mildly Handicapped Children and Implications for Teacher Education," including the need to prepare special educators as well as regular educators. E. Sontag addresses the issues of relationships between special and regular education, the quality of educational programs, and the future of regular education preservice in his paper, "Perspectives on the Status and Future of Special Education and Regular Education." A.E. Blackhurst describes efforts at the University of Kentucky in "Noncategorical Special Education Teacher Preparation," and lists such benefits as better prepared teachers and reduced stereotyping. (CL)
Development and learning of children and youth in urban America( Book )

1 edition published in 1997 in English and held by 88 WorldCat member libraries worldwide

The chapters in this collection, distributed to conference participants as a springboard for conference discussions, consider sustainable models for school-family-community collaboration, partnerships in education, and other ways to improve learning for urban youth. The contributions are: (1) "The Empowerment Zone and Enterprise Community" (William L. Smith); (2) "Children and the ez/ec Implementation: Prospects and Connections" (Maynard C. Reynolds and Margaret C. Wang); (3) "Children from Zero to Six in Urban America: Challenges and Opportunities To Foster Student Success" (Jane Knitzer); (4) "Revitalizing Inner Cities; Focusing on Children's Learning" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (5) "Neighborhood Initiatives, Community Agencies, and the Public Schools: a Changing Scene for the Development and Learning of Children" (William Lowe Boyd, Robert L. Crowson, and Aaron Gresson); (6) "Service Coordination across Government Agencies" (John F. White, Jr. And Tine Hansen-Turton); (7) "The Urban University: Its Role in Community Development" (Bernard C. Watson); (8) "Serving Children and Families in the Inner Cities through the Development of Professional Human Services Workers" (Edmund W. Gordon); and (9) "Coda." Each selection contains references. (Sld)
Progressive inclusion : meeting new challenges in special education by Margaret C Wang( Book )

3 editions published in 1997 in English and held by 84 WorldCat member libraries worldwide

This paper addresses trends and issues in the progressive inclusion of students with disabilities in regular schools and classes. It examines the current changing school scene in terms of changes directly affecting students with disabilities and those who work with them (such as deinstitutionalization of students with severe and profound disabilities), demographic changes that cause increasing numbers of students to have special needs, and changes in the economics of the school situation. The authors urge a progressive inclusion policy that requires "deliberate speed" in efforts to make regular schools strong valid resources for all children, including those with special needs. Design characteristics of an effective inclusive school are suggested based on a meta-review of the research literature, which quantified the relative influences on learning of 28 factors ranging from classroom management, through classroom climate and curriculum design, to district demographics. Additional suggestions for moving toward greater inclusion are also offered, such as merging Title I, learning disability, and related programs for students showing learning-rate problems in basic academic areas, integrating professional groups, and setting a common sunset date for legislation affecting all categorical programs in education. (Contains 20 references.) (DB)
Fostering resilience and learning success in schools : 20/20 analysis by Maynard C Reynolds( Book )

2 editions published between 1995 and 1996 in English and held by 81 WorldCat member libraries worldwide

There are many difficulties in categorical programs for students with special needs as they are currently implemented. The technique of 20/20 Analysis is a simple and effective method of developing an integrative service delivery system in which students who show the least and most progress on significant outcome variables receive intensive study and instruction. The analysis consists of a two-phased process. In the initial phase, teachers and administrators select an area of learning and assess the achievement of students within that area using existing data. Achievement levels for students below the 20th percentile, or above the 80th, are identified as "low 20" or "high 20" groups for whom curriculum adaptation or intensive instruction are needed. This analysis provides a systematic outcome-based approach to meeting special needs of students. It allows for a reliable and cost-effective way to identify service needs as it undoes the current practice of labeling children. Focusing on the individual needs of students and promoting collaboration among professionals are benefits of 20/20 Analysis. Research results from elementary schools in a large urban district show that 79% of those children labeled as special education students and almost all in Chapter 1 program were in the "low 20." These results are predictive of the usefulness of 20/20 analysis. Three related publications are listed. (SLD)
 
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Associated Subjects
Ability grouping in education Children with disabilities--Education Children with disabilities--Education (Preschool) Children with mental disabilities--Education Children with mental disabilities--Education (Preschool) Children with social disabilities--Education City children--Education Community and school Congresses and conventions Dybwad, Gunnar Education Education, Urban Educational change Educational psychology Educational surveys Educational tests and measurements Education and state Education--Social aspects Exceptional children Exceptional children--Research Gifted children--Education Illinois Inclusive education Intellectual disability--Treatment Language acquisition--Testing Learning, Psychology of Mainstreaming in education Middle Atlantic States Nickell, Vernon L.--(Vernon Lewis), People with disabilities--Education People with mental disabilities--Education Prediction of scholastic success Progressive education Psychology Reynolds, Maynard C., Schmidt, Bernadine Genevieve, School age (Entrance age) School environment Spalding, Willard B.--(Willard Benjamin), Special education Special education literature Special education teachers--Training of Teachers of children with disabilities--Training of Teachers of the deaf--Certification Teachers--Training of Teaching United States University of Illinois (Urbana-Champaign campus).--Institute for Research on Exceptional Children University of Illinois at Urbana-Champaign.--Institute for Research on Exceptional Children Urban youth--Education
Knowledge base for the beginning teacher
Covers
Handbook of special education : research and practiceHandbook of special and remedial education : research and practiceMaking a difference for students at risk : trends and alternatives
Alternative Names
Reynolds, M. C.

Reynolds, Maynard C.

Reynolds, Maynard C. (Maynard Clinton)

Reynolds, Maynard Clinton

Reynolds, Maynard Clinton, 1922-2012

Languages
English (181)

German (1)